The performative action in the unit goal serves as the basis for it's evaluation.
As goals, we've chosen:
The learner will be able to create a teacher account on Edmodo.
The learner will be able to create a [[#|student]] account on Edmodo.
The learner will be able to post messages to communicate in Edmodo.
The primary measure of effectiveness is whether the learner finishes the module with 2 accounts created and messages posted between them. If the learner has it, then the module is successful.
Before the training, it might be necessary to find out if the learner has already accomplished any of the goals at some other time.
During the module, the only evaluation that may be necessary is the sufficiently clear step-result descriptions at each stage of the learning task ("The window appears where you type in your name."). This allows a fine-grained level of self-evaulation as the module progresses.
After the module, we need to see if the goals are met.
Recommendation
To see if the stated goals are met, we should use a combination of closed-ended and open-ended questionaries.
The final 2 questions of the questionnaire require the learner to remember something about their work in the module.
For an instructor-led session, this could be an individual interview, or a distributed leaflet. If the information is going to be aggregated and analyzed, it could be captured using a network-based poll website or database. No new tools are necessary for a minimum level of evaluation.
Completion Questionnaire
1. Y / N Do you have a teacher account on Edmodo that you are comfortable logging in to and using?
2. Y / N Do you have a [[#|student account]] on Edmodo that you are comfortable logging in to and using?
3. What types of posts did you use in this training? (Please indicate all that [[#|apply]])
_ Note
_ Alert
_ Assignment
_ Quiz
_ Poll
_ Reply
_ other
4. Where did you have send posts?
_ Student to Teacher
_ Teacher to Student
_ Teacher or Student to Group
_ Teacher to Parents
_ Yourself
_ other
Improving the module
Besides only tracking the specific goal, we may want to measure other things about the module, like how efficient it is, how clear it is, and how it can be improved.
To improve the module, I suggest a short rating scale questionnaire:
Effectiveness Questionnaire
1. Y / N Did you experience any setbacks or difficulties? Please explain:
2. Please characterize the level of detail in the training.
n/a- no opinion
0- Too broad and maybe unusable
1- Below average, left out major details
2- Average, left out a few details
3- Good, useful details
4- Perfect level to accomplish the goals
3. If used as self [[#|study]], how do you rate the training's effectiveness?
n/a- I didn't use this method
0- Waste of time
1- Slightly useful
2- Satisfactory
3- Good
4- Excellent
4. If used with an instructor, how do you rate the training's effectiveness?
n/a- I didn't use this method
0- Waste of time
1- Slightly useful
2- Satisfactory
3- Good
4- Excellent
Additionally, this module has an extended lesson 4 with advanced objectives. This lesson matches well with question 4 on the Completion Questionnaire: 4. What types of features did you use in this training? Students can select any of the advanced features of Edmodo that they chose to work with from lesson 4. Every objective in this training module is thoroughly covered in one of four lessons in a way that ensures that the instruction and materials match the unit goals.
Justification of Evaluation Process
The selected Evaluation Process is a questionnaire. “Probably the most common means of assessing attitudes is through questionnaires or surveys” (Morrison et. al., 2011, p. 332). Questionnaires tend to use open-ended questions that can allow for the learner’s opinions to be collected. This is particularly appropriate for this module because before teachers will want to use a program like Edmodo, they will need to believe that it has relevance in their classrooms. Their opinions about Edmodo will be a valuable tool for us to gauge whether they changed their attitudes about Edmodo, and if they feel comfortable using it after completing the training.
In the Task Analysis section on page 11 of this guide, teacher attitudes are addressed. It is important for teachers to understand that Edmodo is a secure learning social network, or they will be hesitant to use it. This topic is also addressed with the unit goals on page 9 of this guide, and in the Pre-Workshop Planning section of this guide on page 32. We have addressed this need for an attitude change in the Effectiveness Questionnaire under question 3 by asking our learners to bring to our attention any concerns or questions they have about Edmodo.
References
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey
(Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved
Basis of evaluation
The performative action in the unit goal serves as the basis for it's evaluation.As goals, we've chosen:
The primary measure of effectiveness is whether the learner finishes the module with 2 accounts created and messages posted between them. If the learner has it, then the module is successful.
Before the training, it might be necessary to find out if the learner has already accomplished any of the goals at some other time.
During the module, the only evaluation that may be necessary is the sufficiently clear step-result descriptions at each stage of the learning task ("The window appears where you type in your name."). This allows a fine-grained level of self-evaulation as the module progresses.
After the module, we need to see if the goals are met.
Recommendation
To see if the stated goals are met, we should use a combination of closed-ended and open-ended questionaries.The final 2 questions of the questionnaire require the learner to remember something about their work in the module.
For an instructor-led session, this could be an individual interview, or a distributed leaflet. If the information is going to be aggregated and analyzed, it could be captured using a network-based poll website or database. No new tools are necessary for a minimum level of evaluation.
Completion Questionnaire
1. Y / N Do you have a teacher account on Edmodo that you are comfortable logging in to and using?2. Y / N Do you have a [[#|student account]] on Edmodo that you are comfortable logging in to and using?
3. What types of posts did you use in this training? (Please indicate all that [[#|apply]])
4. Where did you have send posts?
Improving the module
Besides only tracking the specific goal, we may want to measure other things about the module, like how efficient it is, how clear it is, and how it can be improved.To improve the module, I suggest a short rating scale questionnaire:
Effectiveness Questionnaire
1. Y / N Did you experience any setbacks or difficulties? Please explain:2. Please characterize the level of detail in the training.
3. If used as self [[#|study]], how do you rate the training's effectiveness?
4. If used with an instructor, how do you rate the training's effectiveness?
Additionally, this module has an extended lesson 4 with advanced objectives. This lesson matches well with question 4 on the Completion Questionnaire: 4. What types of features did you use in this training? Students can select any of the advanced features of Edmodo that they chose to work with from lesson 4. Every objective in this training module is thoroughly covered in one of four lessons in a way that ensures that the instruction and materials match the unit goals.
Justification of Evaluation Process
The selected Evaluation Process is a questionnaire. “Probably the most common means of assessing attitudes is through questionnaires or surveys” (Morrison et. al., 2011, p. 332). Questionnaires tend to use open-ended questions that can allow for the learner’s opinions to be collected. This is particularly appropriate for this module because before teachers will want to use a program like Edmodo, they will need to believe that it has relevance in their classrooms. Their opinions about Edmodo will be a valuable tool for us to gauge whether they changed their attitudes about Edmodo, and if they feel comfortable using it after completing the training.
In the Task Analysis section on page 11 of this guide, teacher attitudes are addressed. It is important for teachers to understand that Edmodo is a secure learning social network, or they will be hesitant to use it. This topic is also addressed with the unit goals on page 9 of this guide, and in the Pre-Workshop Planning section of this guide on page 32. We have addressed this need for an attitude change in the Effectiveness Questionnaire under question 3 by asking our learners to bring to our attention any concerns or questions they have about Edmodo.
References
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey
(Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey
(Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and
instruction (Laureate custom edition). New York: Pearson.